Using tasks to explore teacher knowledge in situation-specific contexts

Biza, Irene, Nardi, Elena and Zachariades, Theodossios (2007) Using tasks to explore teacher knowledge in situation-specific contexts. Journal of Mathematics Teacher Education, 10. pp. 301-309.

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Abstract

Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of |x|+|x−1|=0) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore.

Item Type:	Article
Uncontrolled Keywords:	mathtask
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Depositing User:	Julie Frith
Date Deposited:	07 Feb 2012 10:10
Last Modified:	28 Mar 2025 03:45
URI:	https://ueaeprints.uea.ac.uk/id/eprint/36871
DOI:	10.1007/s10857-007-9043-y

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